EFFECTIVENESS OF STRUCTURED TEACHING PROGRAM ON KNOWLEDGE REGARDING AUTISM SPECTRUM DISORDER AMONG PRIMARY SCHOOL TEACHERS IN LUCKNOW, UTTAR PRADESH

Authors:

Shailendra Kumar, Shaili Kumari, Shivani Yadav, Shivanshi Yadav, Shraddha Malik, Shreya Verma, Shrishti Gupta, Shubham Singh, Siddharth Anand, Sunidhi Pandey, Guide -Ms Aneeta Sharma, Co-Guide Ms Riya Upadhyay

B.Sc. Nursing Students, T.S. Misra College of Nursing, Lucknow, Uttar Pradesh, India

ABSTRACT

Background:

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder affecting communication and social interaction. Teachers play a crucial role in early identification and classroom management.

Methodology:

A quantitative approach with quasi-experimental one-group pre-test and post-test design was adopted. Sample size was 60 primary school teachers. Data were collected using a self-structured questionnaire. Statistical analysis included descriptive and inferential statistics.

Results:

Pre-test- The study findings reveal that in the pre-test, out of 60 primary school teachers, 18 (30%) had poor knowledge, 37 (62%) had average knowledge, and 5 (8%) had good knowledge. After the structured teaching programme

Post test - revealed that out of 60 teachers, 0 (0%) had poor knowledge, 0 (0%) had average knowledge, and 60 (100%) had good knowledge.

🔹 Effectiveness (Paired t-test)

• Mean Difference = 7.90
• Calculated t-value = 14.52
• Degree of freedom (df) = 59
• p-value = < 0.001

Since calculated t (14.52) > table value (2.00 at 0.05 level), the result is statistically highly significant

Conclusion:

The structured teaching programme was effective in enhancing knowledge regarding ASD among primary school teachers. Implementation of regular training programmes is recommended to promote inclusive education.

Keywords:

Autism Spectrum Disorder, Structured Teaching Programme, Knowledge, Primary School Teachers, Quasi-Experimental Study.